In This Issue—Reminiscing About Birth and Motherhood     

Wendy C. Budin 《The Journal of perinatal education》2021,30(1):3

In this column, the editor of The Journal of Perinatal Education reminisces about her births and those of her three daughters and how birth has had an impact on her personal and professional life. The editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth.  相似文献   

Assessing the relative performance of U.K. university technology transfer offices: parametric and non-parametric evidence     

Wendy Chapple  Andy Lockett  Donald Siegel  Mike Wright 《Research Policy》2005,34(3):369-384

We present evidence on the relative performance of U.K. university technology transfer offices (TTOs) using data envelopment analysis (DEA) and stochastic frontier estimation (SFE). U.K. TTOs are found to exhibit low-levels of absolute efficiency. There also appear to be decreasing returns to scale, implying that TTOs may need to be reconfigured into smaller units. The development of regionally-based sector focused TTOs is also advised. Consistent with qualitative evidence from U.S. TTOs, we find that there is a need to upgrade the business skills and capabilities of U.K. TTO managers and licensing officers.  相似文献   

Which sexual abuse victims receive a forensic medical examination? The impact of Children's Advocacy Centers     

Walsh WA  Cross TP  Jones LM  Simone M  Kolko DJ 《Child abuse & neglect》2007,31(10):1053-1068

OBJECTIVE: This study examines the impact of Children's Advocacy Centers (CAC) and other factors, such as the child's age, alleged penetration, and injury on the use of forensic medical examinations as part of the response to reported child sexual abuse. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on forensic medical exams in 1,220 child sexual abuse cases through review of case records. RESULTS: Suspected sexual abuse victims at CACs were two times more likely to have forensic medical examinations than those seen at comparison communities, controlling for other variables. Girls, children with reported penetration, victims who were physically injured while being abused, White victims, and younger children were more likely to have exams, controlling for other variables. Non-penetration cases at CACs were four times more likely to receive exams as compared to those in comparison communities. About half of exams were conducted the same day as the reported abuse in both CAC and comparison communities. The majority of caregivers were very satisfied with the medical professional. Receipt of a medical exam was not associated with offenders being charged. CONCLUSIONS: Results of this study suggest that CACs are an effective tool for furthering access to forensic medical examinations for child sexual abuse victims.  相似文献   

安全领域这一年     

Robert McMillan  Jeremy Kirk  夏勇峰 《信息系统工程》2007,(1):72-73

虽然安全技术取得了很大进步,但PC用户在2006年里并没有感觉更加安全.互联网越来越普及,黑客的在线攻击已经变得更加隐秘和更加专业,特别是针对用户信用卡等信息的网络经济犯罪大量涌现.  相似文献   

Peer Groups as a Context for School Misconduct: The Moderating Role of Group Interactional Style          下载免费PDF全文

Wendy Ellis  Lynne Zarbatany  Xinyin Chen  Megan Kinal  Lisa Boyko 《Child development》2018,89(1):248-263

Peer group interactional style was examined as a moderator of the relation between peer group school misconduct and group members' school misconduct. Participants were 705 students (M_age = 11.59 years, SD = 1.37) in 148 peer groups. Children reported on their school misconduct in fall and spring. In the winter, group members were observed in a limited‐resource task and a group conversation task, and negative and positive group interactional styles were assessed. Multilevel modeling indicated that membership in groups that were higher on school misconduct predicted greater school misconduct only when the groups were high on negative or low on positive interactional style. Results suggest that negative laughter and a coercive interactional style may intensify group effects on children's misconduct.  相似文献   

How leadersCan lead     

Dr. Wendy Cahill 《Tertiary Education and Management》1995,1(1):28-30

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Problematising the use of education to address social inequity: Could participatory action research be a step forwards?          下载免费PDF全文

Marina‐Stefania Giannakaki  Ian David McMillan  John Karamichas 《British Educational Research Journal》2018,44(2):191-211

This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.  相似文献   

Enhancing college students' critical thinking: A review of studies   总被引：2，自引：1，他引：2  

James H. McMillan 《Research in higher education》1987,26(1):3-29

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Learning from patients: constructions of knowledge and legitimacy in hospital-based quality improvement programmes     

Paula Rowland  Sarah McMillan  Maria Athina Martimianakis  Brian D. Hodges 《Studies in Continuing Education》2018,40(3):337-350

ABSTRACT

Health services organisations are increasingly incorporating patient engagement strategies as a form of quality improvement. Such strategies take form in programmes where organisations partner with patients in order to learn from their experiences and thereby change how services are designed, delivered, and implemented. In this study, we examined the enactment of patient engagement programmes within an academic health science organisation in Canada. This was accomplished through an exploration of the various constructions of patient participants’ legitimacy, credibility, and expertise as manifesting through participation in the various practices associated with the programmes. Analysis was based on a selection of international, national, and organisational texts, as well as interviews with patient participants (n?=?20) and hospital staff members (n?=?6). Through this analysis, we argue that organisations are not learning from patients per se, but are learning from particular constructions of patient subjectivities in the form of patient advisers. We argue that if patient engagement programmes are premised upon opportunities to learn from patients, these programmes require a coherent theory of workplace learning. We suggest attention to the politics of knowledge production as a fruitful way to conceptualise how clinicians and administrators might learn from patients at the organisational level.  相似文献   

Arguing on the computer: a microgenetic study of developing argument skills in a computer-supported environment     

Kuhn D  Goh W  Iordanou K  Shaenfield D 《Child development》2008,79(5):1310-1328

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